Volume 7, Issue 3 (September 2025)
IEEPJ 2025, 7(3): 1-21 |
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Khormaei F, Kashkoli F, Poorseyed S M. (2025). Explanation of Destructive Academic Behaviors Based on Temperament Mediated by Emotional Security and Academic Self-Regulation in Iranian Students. IEEPJ. 7(3), 1-21.
URL: http://ieepj.hormozgan.ac.ir/article-1-852-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-852-en.html
1- Educational Psychology Department, Educational Sciences & Psychology Faculty, Shiraz University, Shiraz, Iran , khormaei@shirazu.ac.ir
2- Educational Psychology Department, Educational Sciences & Psychology Faculty, Shiraz University, Shiraz, Iran
3- Department of Psychology and Counselling, Farhangian University, Tehran, Iran
2- Educational Psychology Department, Educational Sciences & Psychology Faculty, Shiraz University, Shiraz, Iran
3- Department of Psychology and Counselling, Farhangian University, Tehran, Iran
Abstract: (1234 Views)
Objective: This study aimed to explain the destructive academic behaviors based on dispositional traits mediated by emotional security and academic self-regulation.
Methods: Participants were 503 (272 girls and 231 boys) high school students selected by multi-stage cluster random sampling. Research tools included Disposition, Emotional security, Academic self-regulation, and Destructive academic behaviors questionnaires. Data were analyzed using structural equation modeling.
Results: Findings indicated that disposition, emotional security, and academic self-regulation had a direct effect on educational destructive behaviors. Disposition had an indirect effect on academic destructive behaviors by mediating role of emotional security and academic self-regulation. In addition, emotional security had a direct effect on academic self-regulation. Therefore, it was concluded that disposition predicts and explains destructive academic behaviors both directly and through the mediation of emotional security and academic self-regulation.
Conclusions: According to the findings of the present study, it is suggested that the mediating role of emotional security and academic self-regulation in destructive academic behaviors should be included in educational, mental health, and research programs.
Methods: Participants were 503 (272 girls and 231 boys) high school students selected by multi-stage cluster random sampling. Research tools included Disposition, Emotional security, Academic self-regulation, and Destructive academic behaviors questionnaires. Data were analyzed using structural equation modeling.
Results: Findings indicated that disposition, emotional security, and academic self-regulation had a direct effect on educational destructive behaviors. Disposition had an indirect effect on academic destructive behaviors by mediating role of emotional security and academic self-regulation. In addition, emotional security had a direct effect on academic self-regulation. Therefore, it was concluded that disposition predicts and explains destructive academic behaviors both directly and through the mediation of emotional security and academic self-regulation.
Conclusions: According to the findings of the present study, it is suggested that the mediating role of emotional security and academic self-regulation in destructive academic behaviors should be included in educational, mental health, and research programs.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/02/10 | Accepted: 2024/12/23 | Published: 2025/09/1
Received: 2024/02/10 | Accepted: 2024/12/23 | Published: 2025/09/1
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